ch10_Emotional and Social Development in Middle Child.ppt

1、Development Through the Lifespan,Chapter 10 Emotional and Social Development in Middle Childhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Pre

2、paration of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.,Eriksons Theory:Industry versus Inferiority,Industry Developing a sense of competence at useful skills School provides many opportunities,Inferiority Pessimism

3、 and lack of confidence in own ability to do things well Family environment, teachers, and peers can contribute to negative feelings,Changes in Self-Concept during Middle Childhood,More balanced, less all-or-none descriptions Social comparisons Ideal and real self Reference social groups Cultural va

4、riations,Hierarchical Structure of Self-Esteem in Middle Childhood,Influences on Self-Esteem,Culture Child-rearing Practices Attributions Mastery-oriented Learned Helplessness,Generational Changes in Self-Esteem,Achievement-Related Attributions,Influences on Achievement-Related Attributions,Parents

5、Too-high standards Believe child incapable Trait statements Teachers Learning vs performance goals Gender SES, Ethnicity,Emotional Development in Middle Childhood,Self-conscious emotions more governed by personal responsibility Pride and guilt Emotional Understanding Explain emotion using internal s

6、tates Understand mixed emotions Rise in empathy Supported by cognitive development and social experience Emotional Self-Regulation Motivated by self-esteem & peer approval Emotional self-efficacy,Coping Strategies,Problem-Centered Coping Situation is seen as changeable Difficulty is identified Decis

7、ion made on what to do,Emotion-Centered Coping Used if problem-centered coping does not work Internal, private, and aimed at controlling distress when little can be done about outcome,Selmans Stages of Perspective Taking,Development of Distributive Justice,Strict Equality: 5 to 6 yrs Merit: 6 to 7 y

8、rs Equity and Benevolence: around 8 yrs,Changes in Moral Views,Flexible moral rules Lying not always bad Truth not always good Clarify link between moral imperative & social convention More respect for conventions with purpose Consider intentions,Understanding Individual Rights,Challenge adult autho

9、rity within personal domain View denials of personal choices as wrong However, place limits on individual choice Typically decide in favor of kindness and fairness,Understanding Inequality,By school age, children associate power and privilege with white people Assign stereotyped traits to minorities

10、 With age, reduce prejudice Consider inner traits Individual differences based on Fixed view of personality traits Overly high self-esteem Social world in which people are sorted into groups,Peer Groups,Formed from proximity, similarity Peer Culture Behavior, vocabulary, dress code Can include relat

11、ional aggression and exclusion,Friendship in Middle Childhood,Type of friends influences development Aggressive friends often magnify antisocial acts,Personal qualities, trust become important More selective in choosing friends Choose friends similar to self Friendships can last several years Learn

12、to resolve disputes,Peer Acceptance,Bullies and Victims,Bullies Most are boys Physically, relationally aggressive High-status, powerful Popular However, most eventually become disliked,Victims Passive when active behavior expected Give in to demands Lack defenders Inhibited temperament Physically fr

13、ail Overprotected, controlled by parents,Gender Typing inMiddle Childhood,Gender Stereotypes Extend stereotypes to include personalities and school subjects More flexible about what males and females can actually do Gender Identity (3rd-4th grade) Boys strengthen identification with “masculine” trai

14、ts Girls identification with “feminine” traits declines Influence of cultural and social factors,Gender Identity,Self-evaluations affect adjustment Gender typicality Gender contentedness Felt pressure to conform to gender roles,Family Relationships,Parents Coregulation Siblings Rivalry Companionship

15、 and assistance,Only Children,Closer relationships with parents Pressure for mastery Peer acceptance may be a problem Lack of practice in conflict resolution,High in self-esteem, achievement motivation,International Divorce Rates,Consequences of Parental Divorce,Immediate Instability, conflict, drop

16、 in income Parental stress, disorganization Consequences affected by Age Temperament Sex,Long-Term Improved adjustment after 2 years Boys & children with difficult temperaments more likely to have problems Fathers involvement affects adjustment,Helping Families Through Divorce,Divorce mediation Join

17、t custody Child support,Blended Families,Mother-Stepfather Most frequent Boys usually adjust quickly Girls adapt less favorably Older children and adolescents of both sexes display more problems,Father-Stepmother Often leads to reduced father-child contact Children in fathers custody often react neg

18、atively Girls & stepmothers slow to get along at first, more positive interaction later,Maternal Employment andChild Development,Benefits Higher self-esteem Positive family and peer relations Fewer gender stereotypes Better grades More father involvement Drawbacks Less time for children Risk of ineffective parenting,Support for Wor